International Finance Management Term Paper Example | Topics and Well Written Essays - 10500 words

International Finance Management - Term Paper Example Three weeks data ranging from seventh October to 29th of the same month, showed mixed performance by all currencies. US dollar depreciated against most currencies showing a negative performance overall. The only positive gain was against Yen which was expected as Japanese government is trying to support exports in an ailing export industry. Pound showed the best performance in comparison to dollar, despite some negative statements made by the British president. Peso for the initial period showed some positive signs due to improved performances in the stock market. Shits in market sentiments in later half of the month couldn’t completely eat up the gains but did reduce them considerably for Mexican Peso. Euro the closest competitor of the dollar showed mixed performance amidst, spikes in dollar value and positive performances in European markets. Each nation around the world has its own currency. The strength of its respective currency is a reflection of economic strength. In many respects each country operates similar to an MNC when it comes to demand for currency. It needs foreign currency to make international payments, maintain foreign reserves and finance imports. Thus it is necessary for each country to not only manage its own currency value but also keep an eye on international currency movements. Over the years the internal monetary system has seen many drastic changes. The system has evolved from the gold standard, fixed rate system and now to a floating rate system. In the gold standard system each currency was convertible to a fixed amount of gold. Therefore countries accumulated gold to increase currency value. After the failure of the gold standard system for obvious reasons a new system was established known as fixed rate system. Under the fixed exchange rate system, national currencies were monitored and it was ensured that there were no sudden movements in currency rates. However

Compare and Contrast Three Hostels in Sydney Essay Example for Free

Compare and Contrast Three Hostels in Sydney Essay There are a lot of hostels in Sydney which are attracted because of its price and facilities. However, there are only three hostels that are suitable with postgraduate students, namely Maze Backpackers, Central Station Hotel and Nomads Westend Backpackers. This report will compare and contrast them with regard to location, price and facilities. Firstly, the location is contrasted between all these hostels. Central Station Hotel has the best location. It is near Central Station which is easily accessible by train, taxi and bus. While Maze Backpackers is in 417 Pitt Street and is located 5 minutes walking from this hostel to Central Station, Nomads Westend Backpackers is next to Central Station and its address is 412 Pitt Street. Secondly, the price is the most important feature is considered among three hostels and the price of rooms for each hostels is completely different. Central Station Hotel has only private rooms while Maze Backpackers and Nomads Westend Backpackers have shared rooms and private rooms. The cost of shared room with 4 beds in Maze Backpackers is $20. 58 whereas the cost of shared room whit 4 beds in Nomad Westend Backpackers is $23. 07 so it’s more expensive than Maze Backpackers’s. The private room in Central Station Hotel is the most expensive. It cost $38. 68 whereas a private room at Maze Backpackers and Nomads Westend Backpackers cost $17. 4 and $20. 94 respectively. Finally, there are some similarities and differences in their facilities. All of them have the Internet/Wifi, 24 hour reception; washing machines, safety deposit and credit card accepted but Maze Backpackers and Nomad Westend Backpackers are more convenient than Central Station Hotel because they have lounge area. However, Central Station is suitable with postgraduate students who need to use photocopying machines.

An Essay on Foraging Societies

An Essay on Foraging Societies Foraging society forms the oldest and the more basic political system of people- the band societies. For more than 1 million years, these people from hunter-gathering societies sustain their living doing this. The contemporary hunter/ gatherers form a small group or population of people with little density and nomadic type of living. Foragers remain egalitarian because they live in close kinship relations with others. They were tied with relations and they formed groups of unity. That is the reason why they exchange commodities or services among each other. The wealth circulated among themselves. This created an egalitarian group, where there were no great differences between people. An example of a foraging society, residing in the Kalahari Desert, is the society of King San or the Bushmen. They gather fruits, berries, melons, and nuts. It is estimated that women gather the food and the overall time spend on gathering is 2 or 3 days out of one week. Men from the tribe spend their spare time in performing rituals, resting or entertaining. They reside in Namibia, Botswana, and South Africa. An example of a foraging society in the tropical rain forests is the Mbuti Pygmies. In the gathering process everyone of the group is involved, even children- male pick up elephants, wild pigs and other animals, while females gather the vegetation. The third group of foragers dwells in the arctic regions where vegetation was scarce. Eskimos, the local people, hunt sea mammals (whales, seals) and value a lot the undigested vegetation. For that reason, female did not specialize in gathering food. In the summer both males and females gathered larvae and maggots. Fissioning among foraging people eccurs, when under certain conditions( like overpopulation) there is a need of migration of some people, and their fragmentation into smaller groups of people. Sometimes the subsistence food can become scarce, and not enough for the entire population. Infanticide occurs when a mother deliberately kills a newly born child. The reason is that sometimes, woman cannot afford to meet the needs of the baby, or because the baby has some deformed physical features. The fertility rate among foraging people is very low. There may be several reasons for this. Females from the San people are for example very slim and they do not weight more than 80 pounds. This can postpone the menstruation. Their puberty comes later, the average age is 16 years-old, compared to the average age in the US- 12years-old. Most of the foraging groups do not differ in their economic state. They share the same economic system based on reciprocity, the exchange and sharing of goods, food, and services. It is called a Reciprocal Economic system. Most commonly, families exchange their food with other families from the group. It is defined that there are three types of reciprocity. The first one is called Generalized Reciprocity, which is based on the assumptions that there is no return in the exchange. In other words, people do not expect to have a return for they favor, or exchange of goods or services. For example, it is even insulting among some foraging group to say thank you, after they have given you food. We also have in our societies Generalized Reciprocity- when your parents buy you clothes or give you pocket money, they do not expect you to return anything to them back. This system creates more mutual trust and bounds better kin and relations. It also strengthens the egalitarian status of people. The second type of Reciprocity is the Balanced Reciprocity. It involves an exchange with immediate return. This system is more like bargain and trade. It is used by groups of people who in a far distance between them. In modern foraging groups this reciprocity is not very common, because most of them exchange values and goods among kin groups only. The third type is the Negative Reciprocity, which involves no reciprocity of all. It is an attempt to get an exchange or a deal without returning anything. According to Lee and DeVores work, foraging people like the San are affluent in terms of their allocated time spent on finding subsistence. They estimated that foraging people easily find food enough for a couple of days, and that foraging people have adequate and well balanced diet. They called them Leisure and Affluent people. They found that the average death rate is not high and the average age of people from those societies is the same as people from more developed industrialized societies. According to another anthropologist Sahlins, foraging people did not accumulate goods and food, because of their nomadic living, and that makes them not so materially obsessed. However, recent studies challenged the hypothesis mentioned above. They found that these facts to not apply to every forage group. For example in the rain forests people could not easily find some certain type of food immediately and spend more than 30 , 40 hours a week, searching for it. Furthermore, it is estimated that other activities, such as making weapons or preparing the food also involves much time. Those recent studies do not challenge entirely the previous hypothesis, but expand the relativity that comes from the geographic locations of people. The social organization of foraging people is based on kinship, marriage, family, gender and age. The family can be Nuclear, which includes parents and their immediate offspring. Band includes several Nuclear Families. A band can include from 20 to 100 individuals, depending on the environment capacity of subsistence of those people. Cross cousin marriage appears when a male is married to the fathers sisters daughter or his mothers brothers daughter. Patrilocal residence- when the married couple resides with the males father. Restricted marital exchange is the combination of patrilocal residence and cross cousin marriage, where two groups exchange the females to tight the kinship alliances. Brideservice is when male resides in a females band for a period of time. Matrilocal residence- the husband lives with the brides family. Inuit tradition is the wife exchange where male individuals have sexual intercourse with each others wives. Egalitarian status of men is more common than the equal status of females in foraging group, compared to people from other societies. Patriarchal- when male dominates in political and social aspects. Gender and Age are important factors in evaluating the labor division. They vary between societies to societie and determine the social stratification and hierarchy. The warfare and violence in modern foraging societies differ from the past foraging socities. There are now lower at rate. Most of the problems that individual resolves are connected to relations between adultery.

Evolution: Science vs. Religion :: essays research papers fc

"What is the most profound question that human beings can ask about themselves? It has to be: Where do we come from? That leads, of course, to: Where does all life come from?" These questions have interested humanity for years. Many different views on the origin of humankind have been debated and remain in question today. ( Edey, pg.1 ) One view is known as "creation-science". It is commonly understood to refer to a movement of Christian fundamentalists based upon an extremely literal interpretation of the Bible. Creation-scientist's do not merely insist that life was suddenly created; they insist that the job was completed in six days no more than ten thousand years ago, and that all evolution since that time has involved trivial modifications rather then basic changes. The existence of fossils, according to a Creation-scientist, is attributed to Noah's flood. ( Johnson, pg.4 ) "Creationism", another view on man's origin, means belief in creation in a more general sense. A Creationist may believe that the earth is billions of years old, and that simple forms of life evolved gradually to form more complex forms including humans. In addition to that belief, however, is the belief that a supernatural Creator initiated the life process and continues to control it. ( Johnson, pg.4 ) The most reasonable view on the origin of mankind is known as naturalistic evolution. It means a gradual process by which one kind of living creature changes into something different; evolution that is not directed by any purposeful intelligence. Another part of the idea is that more complex forms have arisen from simpler forms. Tracing back to the simplest living thing, a bacterium, scientists may find the origin of mankind by finding something even simpler, something out of which bacteria themselves came. Recent work has revealed the existence of a group of bacteria that are as different from other bacteria as the latter are from plants and animals. This discovery compels the reorganization of all life forms into a family tree unlike the traditional ones. Out of this reorganization comes a strong suggestion that there is a single ancestor to all modern forms of life. ( Edey, pg.297 ) The abundance of evidence that there was life much earlier then ten thousand years ago makes it easy to disprove the view of the Creation-scientists. It is hard to disprove the Creationist's view because it is similar to the view of naturalistic evolution. The only difference is simply that a Creationist believes in a divine Creator as opposed to life beginning naturally. An argument against Creationism can be found, however, in the imperfections of nature. "Perfection could be imposed by a wise Creator or by natural selection. Perfection covers the tracks of past history. And past history -- the evidence of descent -- is the mark of

All I really need to know I Learned in Kindergarten Essay

I can remember my mother telling me for a few weeks before the first day how wonderful school was going to be and how I would meet loads of new friends. She also told me that the other kids are going to be scared just like I was. Turning five years old, and knowing that it was time for me to begin school already, was really very scary. The thought of waking up early and going to school and not being with my mom all morning made me feel sick to my stomach, but I just had to suck it up and go. The first day of kindergarten I was sad but also excited at the same time because I was going to meet new friends and I was going to get to play with them during recess. I remember walking into school with my new back pack; they were the ones that had to two little wheels on it so you wouldn’t have to carry it. As I was getting dropped off and hearing my mom telling me bye I started to cry. Being really close to my mom I didn’t want her to leave me there all alone. So we walked in together and she told me that I was going to be all right. My mom and my new teacher, Mrs. Fossum were having a hard time getting me to stay there. After they saw that I wouldn’t stay, my mom had to stay there with me thru out that whole day. As the first day went on I was making a bunch of friends with my new classmates. When the second day came I wanted my mom to stay at school but I realized that she had to go to work. After she had left I saw a table that had some crayons and some paper on it, so I ventured over to it and stood by the seat watching to see if anyone was going to stop me from drawing. No one came so I took a seat, a piece of paper, and of course a blue coloring pencil just like the one I had at home and started to draw. When the other children saw that I was already hard at work with my drawing, which somewhat looked like a cow, they came and sat down with me. Even the child that didn’t want to leave his father noticed me and came over and started to draw. The little boy started to ask me questions and once he started then everyone started to include me into their group. I learned at a young age that I was not very comfortable meeting new people and doing thing on my own. My mother realized that Mitchell School system was too big of a school for my type of personality and that I do better when I don’t have to adapt to much change.

Bohemia and The Final Problem Essay

When he reaches the Englischer Hof, the innkeeper has no idea about any sick Englishwoman. Realizing at last what has happened, Watson rushes back to Reichenbach Falls only to find no-one there, although he does see two sets of footprints going out onto the muddy dead-end path, but none coming back. There is also a note from Holmes, explaining that he knew the report Watson was given to be a hoax and that he is about to fight Moriarty, who has graciously given him enough time to pen this last letter. Watson sees that towards the end of the path, there are signs that a violent struggle has taken place. It is all too clear: Holmes and Moriarty have both died, falling to their deaths down the gorge whilst locked in mortal combat. This bit is so sad and shows Sherlock Holmes’ respect for Dr Watson as he lets him go back. Sherlock Holmes is a noble man in this scene and tries to protect Dr Watson from the pain of his death. However Dr Watson is left clearly upset saying he will forever regard Sherlock Holmes was â€Å"the best and the wisest man whom I have ever known†. This did choke me up a little as I read the last words of the story. I think overall the 1st person narrative by Dr Watson really works. There are a few problems but they have been solved by the way that the stories are written. For a setting to be typical of that of a detective story it needs to be a little scary and quirky, with the most successful murder mysteries taking place in dilapidated and isolated old houses. There is one striking resemblance of all the villains in the stories we have studied, they are all very noticeable. Dr Roylott and Dr Moriarty both tall and imposing, Irene Adler is beautiful and dainty and Hugh Boone is ugly and repulsive. The two most evil villains, Dr Roylott and Dr Moriarty it says have both inherited their evil tendencies. The literary pairing of Sherlock Holmes and Dr Watson works well because they are different, two vivid characters, so different in their functions and needs and as all partnerships should be, based on a great friendship. I think generally there is only one story which we have read which could be described as a typical murder mystery or detective story and that is The Speckled Band. This is the only one with a typical setting, villain and story sequence. The others are not so, with A Scandal in Bohemia not having a typical setting, The Man with the Twisted Lip having a villain who is the same person as the victim and The Final Problem resulting in the death of the detective. So I think that you can categorize stories into genres but it is much harder to say â€Å"this is a typical detective story† or â€Å"this isn’t because †¦ † In the end each story is different. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Vietnams problems essays

Vietnam's problems essays Communism in Vietnam originated in when it was overrun by the Japanese during World War II. When the Japanese retreated, the Vietnamese formed their own government, with Ho Chi Minh as their leader. After the war, the Allies gave southern Vietnam to the French, and northern Vietnam to the Chinese. The Chinese did not treat the Vietnamese well and support for Ho Chi Minh grew, as he was removed from power after the war ended. The Chinese retreated from Vietnam, and supporters of Ho Chi Minh, the Viet Minh, took matters into their own hands. The reign of Ho Chi Minh was supported by Communist China, where Mao Tse Tung had risen to power. Other communists supported Ho Chi Minh as well, like Russia and Eastern Europe. This was similar to what had happened in World War II, where these countries had developed by means of communism in the Cold War. In 1946, the French had declared that they wanted to take over northern Vietnam. The Viet Minh fought back, using guerilla warfare. They also attacked southern Vietnam since they were under French control. Americans soon became concerned and developed the Domino Theory. The Domino Theory was that if one country had fallen to communism, the country next to it would also fall and the chain would continue until all surrounding countries would be under communist control. America feared that communism would spread too far, so they intervened. The Americans deployed special forces to go to southern Vietnam to train the Vietnamese how to fight against Viet Minh. The Viet Minh had convinced many Vietnamese peasants to support their cause in spreading communism. The southern Vietnamese ruler, Dien Bien Phu, who was against communism and was supported by America, wanted to save the Vietnamese by sending them to defended camps. The peasants did not like the idea because they didnt want to be moved, so the southern Vietnamese army overthrew him. The confusion ...

Kickstart Your Writing with Nanowrimo

Kickstart Your Writing with Nanowrimo Kickstart Your Writing with Nanowrimo Kickstart Your Writing with Nanowrimo By Brittiany Cahoon If you find your writing suffering latelyperhaps due to the shifting weather and gray skiesNanowrimo may be just what you need. Founded nine years ago, the yearly write a novel in a month event will have more than 100,000 participants from across the globe trying to write 50,000 words in the month of November. Thats over 1500 words a day, or just over four pages of typed text. It sounds crazy and probably is, but Nanowrimo teaches important writing habits that no fiction writer can afford to ignore: 1. Discipline: Assuming full-time novelists write one or two books a year, that writer probably writes somewhere between 500-1000 words a day. Forcing yourself to write more is like the old story of the marathon runner training with weighted shoes. Once the handicap comes off, youre even faster. 2. Ignoring the internal editor: With a quota of four pages a day, you cant afford to be a perfectionist. Your writing will be full of typos, spelling errors, and idiotic dialogue. Here is a sample from a participant of previous years: I think I am going to go to lunch now. Lunch? Now? Yes, I think this would be a good time. A good time? Why do you think it is a good time? Because I am hungry, and I am bored. But by allowing yourself to write crap you also allow yourself to write, which is more important. 3. Losing control: Many new authors try to control the plots of their stories and novels, resulting in deus ex machina situations, wooden characters, or unbelievable twists. Writing this fast forces you to give up control and simply write what comeswhich can later be edited into something readable without losing the spontaneity and realism in your rough draft. Nanowrimo novels often stink, but participating is a wonderful way to practice the writing habits you need every day of the year. To learn more or to sign up, visit http://nanowrimo.org. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:"Because Of" and "Due To" The Possessive ApostropheEducational vs. Educative

A different type of family

â€Å"Seventy-five and back!† Do not hesitate, just react. You have done this before. Push off your hands, stand up! One foot over the other, look straight ahead. Your destination is the seventy-five yard line for the time being. When you get there, you have a new destination; back to your starting point. Just keep up, don’t trip, and definitely don’t let your knee give out. Finish first and lay back down on your stomach, hands behind your back, face in the grass. You wouldn’t want to cheat. â€Å"Fifty and back.† Do not give up, Annie. You could just tell the team that your knee cannot take another sprint, the brace in getting loose, but don’t you dare do that, you are better than that. â€Å"End line and back.† Another long one. Maybe a twenty-five yard line sprint would be nice just once. You should just quit, you don’t need to go through this. Why should we be punished this way for losing just one game? One little goal scored on us and this is what happens? It’s not like you could even play. You just sat there watching your team from the sideline making mistake after mistake, minute after minute until the final whistle blew. It was over and now you are paying. Everyone else is at the football game. It is Homecoming and your classmates are sitting under the Friday night lights. You could be one of them, you know. Do you hear the band playing? Do you hear the crowds cheering? All those happy people are right up there on the field, undoubtedly not sweaty and tired, certainly not muddy and out of breath. No, you do not need this. Walk away. Say â€Å"goodbye Coach, goodbye team, I do not need this.† â€Å"Fifty and back!† Actually, you do need this. You just had a temporary mental breakdown, a momentary lapse in judgment. This team, this family, this punishment, West Essex Field Hockey is all you know. You do need this. Coach does this for a reason, to make us better. We do need to play as a team and this is how we learn. We learn by being broken down as individuals so we realize we need each other to build back up again. She is right again; this is how we are taught a lesson. â€Å"End line and back!† There is more there, Annie, you have more left inside of you. No, you are not dying, get a grip. This is what she means when she tells us to give it our all every second we are given. We should have just done that from the start. We are winners. We are state champions. How could we let ourselves down like that? We are not losers. â€Å"Seventy-five and back!† These girls running beside you are the best friends that you will ever have. You are all in this together. They are with you now and will be with you forever, they will run with you forever. Black, white, and red are the only colors in your world. Your school, your team, and your coach who treats you as she does her own children, are all you have right now. Remember that. â€Å"Go home.†

Global financial crisis and its effects on Nokia Company Assignment

Global financial crisis and its effects on Nokia Company - Assignment Example On one side, many people believed those responsible for the crisis were the ones receiving bailouts, whereas on the other end, the worldwide financial problems were to affect the livelihoods of almost every individual on the planet due to global interconnection. The subprime turmoil came about in large potion due to the financial tools such as securitization used by banks (Sheila, 2008: 20). Through securitization, banks would pool some of their loans into sellable assets. In so doing, they off-load the risky loans onto others. For this matter, banks knew they would make millions of cash through money-earning loans. However, these money-earning loans tied up for decades, therefore, banks turned them into securities. Security buyers received payments regularly from all mortgages. As a result, the U.S. banks off- loaded their risks. Upon testing this instrument, financial gurus saw securitization as perhaps the greatest innovation of the 20th century. With economic slump entrenching it s effects into the global economy, the divisions of the Nokia including telecommunication and mobile phones division started backing up the pillars of Nokia. In spite of the global deep recession, Nokia grasped potential, quickly came to its feet, and soon started streamlining its business. Financial crisis affected most financial institutions. However, as the securitization business continued buoying, high street banks got into a form of investment banking where they bought, sold, and traded risks. Same investment banks not contented with trading risks, selling and buying, they ventured into home loans and mortgages while they lacked the right management and controls. Many banks took huge sums of money inform of loans thus increasing their... This paper seeks to address the global issue of the financial crisis unfolding, and tries to consider the effects the crisis had on money lending institutions. Also, the change in the financial state of Nokia company is being considered against the background of the crisis. The subprime turmoil came about in large potion due to the financial tools such as securitization used by banks . Through securitization, banks would pool some of their loans into sellable assets. In so doing, they off-load the risky loans onto others. For this matter, banks knew they would make millions through money-earning loans. These money-earning loans tied up for decades, therefore, banks turned them into securities. Security buyers received payments regularly from all mortgages. The U.S. banks off-loaded their risks. Financial crisis affected most financial institutions. High street banks got into a form of investment banking where they bought, sold, and traded risks. Same investment banks not contented with trading risks, selling and buying, they ventured into home loans and mortgages while they lacked the right management and controls. Many banks took huge sums of money in form of loans thus increasing their exposure to financial problems. When people eventually began noticing the risk, their confidence fell down at an alarming rate. As a result, the level of lending slowed down at once and in other cases ceased . September 14, 2008 witnessed Lehman Brothers collapse. Following its collapse, governments worldwide struggled to rescue their gigantic financial institutions as the state of the failing stock and housing sectors persisted. In conclusion, global financial crisis was inflicting and driving even the developed economies bankrupt.

6.1 Annotated Bibliography Assignment Essay Example | Topics and Well Written Essays - 250 words

6.1 Annotated Bibliography Assignment - Essay Example By studying this article, one can best understand the undercurrents that have pushed distance learning into importance and wide application. The article compels the reader to rethink the tenability of calls that distance learning be subjected to rescission. By reading this article, one is able to appreciate the essence, reasons for and advantages of distance learning. The article enriches this study be discussing formal deliberations and resolutions that have been passed by European Union, so that analysts can appreciate the fact that it is not only Americans who are considering the fate of distance learning programs. The article also compels analysts to consider the need to adopt a comprehensive approach that is inclusive of an international scope when appraising and modifying distance learning. In this article, Farajollahi discusses different modalities and frameworks that can be put in place to ensure that distance learning for the tertiary level of education is more effective, less contentious and comports itself worthy of its putative standards. By studying how Turkey has interwoven certain aspects of traditional classes with distance learning, analysts are able to appreciate many viable alternatives to solving the pitfalls of distance learning. Fritts, Jack & Casey, Anne-Marie. â€Å"Who Trains Distance Librarians: A Study of the Training & Development Needs of Distance Learning Librarians.† Journal of Library Administration, 50.5/6 (2010): 617-627. Print The importance of this article to this study is that it attempts to appraise the disputed quality of distance by looking at its most fundamental aspect. This fundamental aspect is the module’s services providers and their level of training. The rationale herein is that if the fundamentals are in order, then the shortcomings of distance learning are secondary or peripheral and can thus be solved. In this article, Karras discounts the notion that distance or virtual

Proposal on Strategic Human Recourse Management Essay

Proposal on Strategic Human Recourse Management - Essay Example Master of Business Administration 2011/2012 Business Issue Report Name: Word count: 1941 This work is copyright of the author. ... The proposal also discusses about the various previous literatures that have discussed about the topic under study in the past. The paper also includes the use of different methodologies that has been adopted in the research. The methodologies include the use of primary and secondary sources for data collection for the purpose of analysis of the research. The survey and interview method will be used for the purpose of primary data collection and the review of the several literary sources as been utilized for the purpose of collecting the secondary data. The proposal also includes reflection statement with respect to the potential and practical problems that have been faced while performing the research. The reflection also includes the theoretical and conceptual problems faced by researcher during the research. Finally a conclusion is drawn based on the overall research, and discussing the next steps that need to be taken. Introduction Aim/ Focus The main aim and focus of research st udy is on the use of training and development in the immigration police department in order to address the building and development of the culture in the organization and bring in new insights in the department with respect to improving the current practices (American Society for Training and development 1987). This focus will be effective to explore the impact training and development also to determine the way through which the immigration police department will benefit from these practices. Dissertation Topic: â€Å"Training and Development: Immigration Police Department in Cyprus.† Main Research Question: How does the employee development and

Post a paragraph about your reaction to the lecture on plagiarism and Essay

Post a paragraph about your reaction to the lecture on plagiarism and the paraphrase practice. What aspects of this are new to y - Essay Example Moreover, to avoid plagiarism paraphrasing is a good tool. However, this may also be included as a means of plagiarizing if not properly cited. The information that was new to me included the requirement of citing after paraphrasing. The process of paraphrasing is easy and the citations help in preserving the right of the original writer to be accredited for the information produced by him. In this regard, plagiarism and paraphrasing concepts are important and helpful. The lecture also helped in enhancing my understanding about the paraphrasing concept and the importance of citing the sources. The actions that may be taken in case of plagiarism being detected are severe. This lecture stresses on the possible consequences and maintains a level of commanding attitude to guide the students on providing plagiarism-free work.

Globalisation Essay Example | Topics and Well Written Essays - 1000 words - 2

Globalisation - Essay Example This is different from globalization because globalization is the erasure of national boundaries in the attempt to integrate all the nations in the world into one economy where the flow of capital and other economic resources such as labor is not hindered or limited by national boundaries. By the very fact that globalization tries to do away with national boundaries and come up with ways to integrate the world economy, it is clear that internationalization and globalization are not only different but actually opposite. Secondly, while internationalization is achieved mostly through human effort, globalization is an inevitable process which is happens on its own. However, human effort is applied to facilitate globalization. Internationalization can happen even without involving all the nations in the world. For instance, some international firms refer to themselves as internationalized even though they operate in just a few countries. Globalization on the other hand has to touch at al l corners of the world. Q2 Globalization will offer an organization at least two main advantages. Globalization will offer a larger market niche for any firm. ... With globalization, such barriers are eliminated and, therefore, it is easy for any firm to participate in business anywhere around the globe. The second significant advantage to firms may be the easy flow of labor which can also be used by such firms to manage labor costs. Through globalization, it is easy for a firm in one place to take advantage of the affordable labor. Organizations can access better economic resources and this can give them strategic edge is they are able to use these resources in a better way. A good example is the way most American firms are seen to take advantage of China, both as a source of affordable labor and as a market for their products. According to Moon (2010), firms are for instance taking advantage of the internet to be able to exploit their strategic edges. Q3 Technological advances have been extremely useful in advancing globalization. There are two significant technological advances that have made globalization to be achievable. One such technol ogy is the communication technology which enables information to flow easily from any point of the world to the other. The other is the transport technology that makes the moving of goods from one point to the other. Information technology has made it extremely easier for money to be easily sent across the world with minimal cost. More than that, technology has made it possible for people to trade goods outside the formal channels. Retail websites such as e-bay, Amazon.com and many other websites work in conjunction with online payment systems such as PayPal, Moneybookers etc to make sure that individual in any part of the world can buy and sell goods and services in any other part of the world. Communication technology has also made it possible for individual and organizations to be

Proposal on Strategic Human Recourse Management Essay

Proposal on Strategic Human Recourse Management - Essay Example Master of Business Administration 2011/2012 Business Issue Report Name: Word count: 1941 This work is copyright of the author. ... The proposal also discusses about the various previous literatures that have discussed about the topic under study in the past. The paper also includes the use of different methodologies that has been adopted in the research. The methodologies include the use of primary and secondary sources for data collection for the purpose of analysis of the research. The survey and interview method will be used for the purpose of primary data collection and the review of the several literary sources as been utilized for the purpose of collecting the secondary data. The proposal also includes reflection statement with respect to the potential and practical problems that have been faced while performing the research. The reflection also includes the theoretical and conceptual problems faced by researcher during the research. Finally a conclusion is drawn based on the overall research, and discussing the next steps that need to be taken. Introduction Aim/ Focus The main aim and focus of research st udy is on the use of training and development in the immigration police department in order to address the building and development of the culture in the organization and bring in new insights in the department with respect to improving the current practices (American Society for Training and development 1987). This focus will be effective to explore the impact training and development also to determine the way through which the immigration police department will benefit from these practices. Dissertation Topic: â€Å"Training and Development: Immigration Police Department in Cyprus.† Main Research Question: How does the employee development and

Globalisation Essay Example | Topics and Well Written Essays - 1000 words - 2

Globalisation - Essay Example This is different from globalization because globalization is the erasure of national boundaries in the attempt to integrate all the nations in the world into one economy where the flow of capital and other economic resources such as labor is not hindered or limited by national boundaries. By the very fact that globalization tries to do away with national boundaries and come up with ways to integrate the world economy, it is clear that internationalization and globalization are not only different but actually opposite. Secondly, while internationalization is achieved mostly through human effort, globalization is an inevitable process which is happens on its own. However, human effort is applied to facilitate globalization. Internationalization can happen even without involving all the nations in the world. For instance, some international firms refer to themselves as internationalized even though they operate in just a few countries. Globalization on the other hand has to touch at al l corners of the world. Q2 Globalization will offer an organization at least two main advantages. Globalization will offer a larger market niche for any firm. ... With globalization, such barriers are eliminated and, therefore, it is easy for any firm to participate in business anywhere around the globe. The second significant advantage to firms may be the easy flow of labor which can also be used by such firms to manage labor costs. Through globalization, it is easy for a firm in one place to take advantage of the affordable labor. Organizations can access better economic resources and this can give them strategic edge is they are able to use these resources in a better way. A good example is the way most American firms are seen to take advantage of China, both as a source of affordable labor and as a market for their products. According to Moon (2010), firms are for instance taking advantage of the internet to be able to exploit their strategic edges. Q3 Technological advances have been extremely useful in advancing globalization. There are two significant technological advances that have made globalization to be achievable. One such technol ogy is the communication technology which enables information to flow easily from any point of the world to the other. The other is the transport technology that makes the moving of goods from one point to the other. Information technology has made it extremely easier for money to be easily sent across the world with minimal cost. More than that, technology has made it possible for people to trade goods outside the formal channels. Retail websites such as e-bay, Amazon.com and many other websites work in conjunction with online payment systems such as PayPal, Moneybookers etc to make sure that individual in any part of the world can buy and sell goods and services in any other part of the world. Communication technology has also made it possible for individual and organizations to be

Health and Safety Project Essay Example for Free

Health and Safety Project Essay This work-based project forms an important part of your training. The aim of this project is to familiarise yourself with your working environment and the Health and Safety issues that arise in your placement. On completion you should: Understand the structure your organisation’s; and your role in it Understand the importance of Health and Safety at work Understand the legal requirements of Health and Safety at work Know your organization’s health, hygiene and accident procedures To complete this assignment you may need to make notes in before filling in the information. Take your time and carefully answer every question as fully as possible; the more you write the more criteria you will meet. If you need any help please speak to your workplace supervisor, your colleagues, your College tutor or your Training Co-ordinator. Describe your placement, e.g. busy town/country, client group (age, culture, special needs): The site that Oakland’s is situated on was once the site of the old Parcroft Juniors School, which was torn down and rebuilt with the merger of the Westfield Infant’s. The newly reformed school was named after the old oak tree, which still stands on the grounds of the school and has done for 300 years. So it was only fitting that the school was named Oakland’s, and when you talk to past pupils who attended Parcroft, they always fondly remember playing marbles or chase under the oak trees branches. Oakland’s Primary School is based within the busy town of Yeovil and is situated between Preston Grove, Linden Road and Summerleaze Park. It is a modern High Tec school with all the modern facilities you would expect. The school was built on one level giving easy access to all able bodied and  unable bodied pupils alike to attend the school. The building is quiet self efficient and generates its own electric with solar panels, has under floor heating to heat the school throughout and even the lights run on sensors to turn on and off when you enter and exit a room. Each classroom is fitted with large touch screen boards, which the teachers can run from their laptops giving them a huge range of access to a wide range of teaching resources, enhancing the pupils learning to the up most and keeping them interactive with their learning. Roughly 420 pupils attend the school, ranging from the ages of 4 years up to 11 years old. The school uniform is a purple jumper with the school emblem of an Oak Tree, white sweatshirts, grey trousers or skirts and black shoes. Each of the 14 classes within the school has been named after an animal, giving each class its own identity, including a mascot. There is also four teams throughout the school, which is used within each classroom and the children are encourage to win team points for their team so that at the end of the school year their team can win the team cup. This helps with the pupils taking pride in their achievements and to try hard to earn a point. There are many facilities within the school and on the surrounding grounds of the school, these include: The I.C.T suite where the children learn how to use computers, from word processing to using the internet safely. The school hall which is used for weekly assemblies, indoor sports activities, and even the Christmas nativity plays. The music room which is full of many different musical instruments, letting the pupils express themselves and learn about music. The fully equipped cookery room were the pupils learn about healthy eating and different foods from around the world. This is also where the breakfast club is held every morning. Then there is Forest school which is held in a purpose built log cabin surrounded by trees and a wildlife garden. This is where pupils go for environmental studies, to learn about insects, plants, animals and the environment. The Outdoor facilities include several outside learning areas that are used throughout the day depending on weather. There are also extensive fields, several play areas and two activity play areas. Oakland’s Primary also offers a large range of activities and clubs after school, which range from performance arts, music, sports, computer clubs and gardening clubs. There is also a holiday care  scheme which offers families affordable, childcare. Within Oakland’s there is also an Autism Base which is known as Peacocks Class. This based within it’s own sector of the school’s main building and is solely run by the council and has its own staff. The base consists of two teaching areas, two sensory rooms, a kitchen, a toilet and its own outside area. Non-Statutory requirements (in your workplace) What is the ratio of adults to children? In Foundation and Key Stage One the ratio of adults to children is 1 to 10 In Key Stage Two the ratio of adults to children is 1 to 15 Are the ratios different in any other room at work; if yes please give details? Yes in the Autism base the ratio of adult to children is different. Statutory requirements What are the statutory requirements regarding adult: child ratios? The EYFS states that the adult to child ratio within classes with children over the age of three should be 1 Adult to 13 Children. But must be a qualified teacher, or hold a relevant level 6 qualification. It also states that there should also be at least one other member of staff within the classroom that holds a level 3 qualification. However if the teacher is absent from the classroom then the ratio requirements change and it is recommended that it should be 1 Adult to 8 Children. But must hold a level qualification and the other staff within the classroom should hold a level 2 qualification. On school trips the ratios change again dependent on the type of trip. Also these can change when dependant on certain circumstances and other factors, which could Include if any of the pupils have special educational needs or medical needs. It can also be altered depending on the experience and competence of the staff attending the trip, including the number of first aiders going along. It is recommended that the ratios should follow: 1:6 for years 1 to 3, 1:10 for years 4 to 6, and 1: 15 / 20 for years 7 upwards. Why are these necessary? To make sure that the children are being educated and taken care of correctly and are under the supervision of qualified staff members. What are the statutory requirements regarding space? Class sizes: Schools must make sure that children aged between 5 years and 7 years aren’t taught in classes of more than 30 pupils. There is no legal limit for pupils aged 8 years and over. Why is this necessary? So that schools do not have oversized classes, as then the children do not get the attention they need to learn. Organisation and Structure of the Workplace Every organisation or business has its own basic structure of management. Each manager is responsible for those in their department. The structure can be set out like a pyramid. Responsibilities may differ. Please identify all staff roles and responsibilities; highlighting your own: Governors They school governors are responsible for working with the school to ensure that it delivers a good quality education. Head Teacher Has overall responsibility for the school, its staff, its pupils and the education they receive. Deputy Head Teacher Plays a major role in managing the school, particularly in the absence of the head teacher. Is also responsible for a curriculum area and specific areas of the school management, delegated to them by the Head Teacher. Inclusion Leader The special educational needs coordinator is responsible for day to day provisions for pupils with special educational needs. NQT Mentor They are responsible for the Newly Qualified Teachers, and are there to give support and guidance when needed. Foundation Stage Leader Responsible for children in foundation stage, leading the foundation team of teachers and teaching assistants. KS1 Leader To manage Key Stage 1 team of teachers and teaching assistants. KS2 Leader To manage Key Stage 2 team of teachers and teaching assistants. Phase Leaders Responsible for co-ordinating and motivating staff and children in their allocated phase to ensure high levels of achievement. Teachers Are responsible to plan, prepare and lessons to meet the needs of all their pupils in their care. Setting and marking work and recording pupil’s development as necessary. But also within Oakland’s each teacher is responsible for an area of the curriculum, such as; A curriculum coordinator for Numeracy, which makes them responsible for the leadership and management of the subject. Teaching Assistants To assist the classroom teacher to prepare for lessons such as resources that are required, or to put out equipment at the start of the lesson. To support the teacher in the day to day running of the classroom from up keeping data files, cataloguing resources, maintaining inventories, and photocopying. Undertaking learning activities with a small group of children, who may need extra support. Lunchtime Supervisors They look after the children during lunchtime breaks, so that most of the staff members are able to take their breaks. They take the children who have school dinners to the schools canteen, they also look after the pupils who bring pack lunch. Within one of their classroom or outside weather permitting. They are also first aid trained and look after the children whilst playing outside. Administration Staff There is a wide range of job roles within this department of the school, ranging from: First point of contact for the school either by telephone, email or face to face. Diary management for the Head teacher or departmental leaders Issue visitor passes where necessary and maintain signing in and out books Maintain data bases and filing systems Prepare correspondence and collect fees To contact parent/guardians for specific reasons when requested by staff and to request for collection of sick children on behalf of the staff. And many more jobs besides Site Staff Maintain the school, deal with cleaning, maintenance of equipment and the school building. Catering Staff Cater for the pupils and staff that eat within the canteen, with healthy food within their budget. Volunteers Helping within the school, with assisting the classroom teacher with tasks such as listening to pupils read, taking part on school trips and helping out at school fairs. List the things you have agreed with your employer that you are prohibited from doing: Entering the Autism base, Administering first aid to a pupil this must be done by a qualified first aider. What breaks are you entitled to? When working a full day within the school – from 8.45am to 3pm I am entitled to an hour for lunch. Though on occasions I may be required to cover a lunchtime supervisor duty, which then I will be allocated an hour within the afternoon. This is the same for break times, we are entitled to take the break ourselves or we may be asked to supervise. If you are unhappy with a health safety issues what would you do? I would have to report this to the site service manager or to the deputy head teacher Risk Assessments Has your placement got a risk assessment policy? Yes – Every school and workplace must have a risk assessment policy. Where is it kept? Within the Administration Office Who has access to it? The HSE, The Governors, The Head Teacher, staff members and parents How often are they reviewed and why is this necessary? It is reviewed on a yearly basis unless any changes have to be implemented within the school. Then the risk assessment will be reviewed as a part of the process. Such as recently the school has had some staff members trained in manual lifting and so the risk assessment has to be updated for this new procedure within the school. Give an example of a risk assessment you have done and why? When reading with the foundation children one to one they have a tendency to swing on their chair. This has risks of the chair flipping backwards and the child following which in turn could cause harm to themselves. So I have had to ask them to sit properly and not to swing on their chair. Identify and list below 4 possible risks/hazards that might occur within your work placement and state how you would prevent each one?, explain how they will be monitored and reviewed 1. Pupils trapping fingers in the internal fire doors. The fire doors are extremely heavy to open to exit the classrooms or to enter the bathroom, especially for the less able bodied and the smaller children within foundation. These doors are on hinges and close back on themselves when opened. Are very heavy as they are designed to protect against fire. However I have witnessed children struggling with these doors. When trying to open these doors by themselves they tend to place one hand on the door frame as they use the other hand to open the door. If they where to lose grip of the door it would swing back and the likely hood of trapping their fingers is a high risk. The less able bodies students struggle even more so and they normally have a buddy within their classroom to open these doors for them. Which in turn takes away their independence, and they normally have a fear of getting stuck in the toilet or in room as they are unable to open these doors by themselves. I would look into adapting the doors by placing an electronic button system. Where the smaller children and the less able bodied children will be able to press a button and the door will automatically open for them. As it is impossible to loosen the hinges on the door as they will no longer work as intended. If this is not possible when a child needs to exit a room then an adult should always be present to assist. Preventing any accidents from happening, or a fear of getting stuck. 2. Tripping over chair leg in classroom When children are moving around the classroom it is often an possibility that they could trip over a chair leg. Either from the chair not being placed under a table properly or whilst another child is swinging on their chair. This could be very hazardous as they could fall and hit a side of a table or land badly on the ground. Add no swinging on your chair and to tuck away chairs properly when not being used onto the classroom rules. I would remind any of the children I see not tucking their chair away to do so, and at the end of class make a check that all chairs are tucked away correctly. I would also do the same with children swinging on their chair; I would ask them not to, and remind them of the class room rules. 3. Slipping on wet floors in the toilets Before break times and lunch times the children are all asked to go to the toilets and wash their hands. The children have a tendency to drip a large amount of water across the floor when walking over to the hand dryer. Which when you have approximately 30 children at once using the toilets the water can accumulate into a puddle of water, which becomes a slipping hazard. Allowing only ten children to use the toilets at a time to wash their hands. So that a teaching assistant could maintain the floor with a mop preventing puddles forming, then let the next ten children in once the teaching assistant has vacated. Another option could be before allowing the children  out of the class to use the toilet the teacher could remind them to shake the excess water off their hands over the sink before drying their hands. However the procedure they have set in the foundation classes works well where they set up two washing up bowls set within the classroom on tables. The children wash their hands under adult supervision and then dry their hands on towels. Makes it less children rushing through the toilets just to wash their hands. 4. Getting caught up and Tripping over Play bibs Within foundation the children are allowed out to play within the soft play area during lessons, but only in a group of five. To keep the group to only five children at a time there are five play bibs supplied which they have to wear whilst outside. However when a child wants to come back inside they have to take off the play bib, which then leaves a bib spare for another child to go out. It works in principle, and keeps the group to only five children at a time. However the children do not maintain putting the bibs back within the box after they are finished and they tend to just throw the play bibs down on the ground. This then becomes a tripping hazard and another child or member of staff could get their feet caught up within the bib and fall over, causing an injury. A box placed outside seems to be over looked by the children, so I would suggest placing a coat hook within the classroom, at their level by the door that they exit and enter to play outside. Then reaffirm that the play bibs must be hung up when not being used and remind the children when they drop the bib to hang it up or no play for them for the rest of the day. Offsite Safety What risk assessments do you need to complete before going of site/ on an outing? Oakland’s Primary employs an external Risk Assessment company, to carry out the risk assessments on behave of the school. They attend the site of the visit and make an assessment of the risks that may apply and forward the report back to the Head Teacher or Deputy Head Teacher. The report will be compiled of recommendations based on factors of the trip, and any control measures and contingencies that need to be set in place relating to the risks that could occur. From the report the school will then set in place the criteria based around the risks, such as: The age / competence / fitness / usual standard of behaviour of the pupils Any special educational / medical needs of the pupils Adult to Child ratios The competence / experience / qualifications of the adults Modes of transport, journey routes and location of the visit The correct attire that may need to be required depended on weather conditions and location of visit. Any emergency procedures When there is a less able bodied pupil attending the trip, the leading teacher will take a visit to the site themselves to evaluate the location and the facilities. This is so they can make sure that no child will miss out. They also take a visit to plan activities accordingly and to talk to any personnel that may work within the location of the visit, and to set out a timetable of the activities. Are the adult: child ratio’s different? Yes the ratios are different, and these depend on the location of the visit. What are your roles and responsibilities? I have done quite a few school trips, some have been to support my son during a school visit and have travelled either via the school mini bus or and in one instance myself and my son travelled by our own means of transport. When arriving at school we are given the activities schedule and what groups we will be in and the names of the children under our care. We check that all the children have brought everything they need, if not the school does try to provide anything that a child has forgotten or does not own, such a wellingtons, spare clothes etc. We run through the plan before leaving the classroom. On the mini bus I would support my son, during the journey and help the other two teaching assistants within the mini bus to keep the rest of the children entertained. We normally share out books, maths tasks or we will start some singing. Once we have arrived at the location I am put in charge of a small group of 4 to 5 children which includes my son and I follow one of the leading teachers during the activities. The last school trip to kingcombe meadows we went hunting within the meadows for wild flowers with a check list, we also caught bugs within nets and did some fishing in the river. I had a small group of 5 children under my care and I helped them with their activities, encouraging them to figure out what bug the found or flower. I have also helped with a foundation school outing, this was up to the post box outside of the school gate and up the road to post their letters home, as part of their Post Office activities in class. I handed out high-viz vests to every child before we left and was put in charge of three children as we walked in a line up and back to the post box.

Definition And Analysis Of Marine Pollution Environmental Sciences Essay

Definition And Analysis Of Marine Pollution Environmental Sciences Essay INTRODUCTION The word pollution means the introduction of harmful substances or products into the environment. The definition of Marine Pollution also can describe as the adding of toxins and harmful chemicals into the ocean, not only is it chemicals added to the ocean but things such as plastic are also found. One of the main problems is that when many of these particles are placed into the ocean, they are quickly eaten by the smaller fish, these fish that are lower down the food chain are then eaten by larger predators, therefore most fish are been toxicated by these harmful and dangerous chemicals. HISTORY 2. June 8th is World Ocean Day. It was first declared on June 8, 1992 at the Earth Summit, Rio de Jeneiro in Brazil. This declaration is to raise awareness about the importance of the sea to human life. Although marine pollution has a long history, significant international laws to counter it were enacted in the twentieth century. Marine pollution was a concern during several United Nations Conferences on the  Law of the Sea beginning in the 1950s. Most scientists believed that the oceans were so vast that they had unlimited ability to dilute, and thus render harmless, pollution. 3. In the late 1950s and early 1960s, there were several controversies about dumping radioactive waste off the coasts of the United States by companies licensed by the  Atomic Energy Commission, into the Irish Sea from the British reprocessing facility at  Windscale, and into the Mediterranean Sea by the French  Commissariat à   lEnergie Atomique. After the Mediterranean Sea controversy, for example,  Jacques Cousteaubecame a worldwide figure in the campaign to stop marine pollution. Marine pollution made further international headlines after the 1967 crash of the oil tanker  Torrey Canyon, and after the 1969  Santa Barbara oil spill  off the coast of California. 4. Marine pollution was a major area of discussion during the 1972  United Nations Conference on the Human Environment, held in Stockholm. That year also saw the signing of the  Convention on the Prevention of Marine Pollution by Dumping of Wastes and Other Matter, sometimes called the London Convention. The London Convention did not ban marine pollution, but it established black and gray lists for substances to be banned (black) or regulated by national authorities (gray). Cyanide and high-level radioactive waste, for example, were put on the black list. The London Convention applied only to waste dumped from ships, and thus did nothing to regulate waste discharged as liquids from pipelines. 5. Do we know that the sea was so amazing role as a buffer?  It sustain the heat, the greenhouse gas carbon dioxide and pollutants to offset the climate of the earth so protecting people from sudden changes in the Earths temperature increases due to the modernization process. 6. Adverse effects will occur globally and is fast but can not be seen with the naked eye.  Unfortunately the cause of human blindness is more proud of the many activities continue to destroy the sea.Plastic waste, industrial waste and oil identified as the main self-centered man who harassed and then kill marine life and habitat. Even in small concentrations, toxic components of these contaminants can impede the ability of marine life to flourish and grow. PLASTIC DEBRIS 7. Marine debris is mainly discarded human rubbish which floats on, or is suspended in the ocean. Eighty percent of marine debris is  plastic   a component that has been rapidly accumulating since the end of World War II.  The mass of plastic in the oceans may be as high as one hundred million metric  tons. Drastic improvement from the plastic-based marine pollution in the 1940s is now the issue is so acute.  Each year tens of thousands of marine creatures were killed or disabled as a result of plastic.  In fact, studies have found that at least 30,000 wildlife trapped or suffocated to death. 8. In the eyes of marine wildlife including seabirds, turtles and whales, the suspension looks like plastic food animals that eventually killed due to choking, poisoning, or do not feel like eating because of feeling of fullness. In addition, nets, ropes, fishing lines and hooks and eyes, and stuck a chain-foot accidentally left many anglers also kill marine life.  At least an estimated 77 tonnes of plastic waste disposed of each year based on the shipping industry. While the commercial fishing industry has been left 135 million pounds of plastic-based fishing gear and throw another 24 million pounds of plastic waste into the sea.  This means that the sea has become garbage bins should be taken into account by waste from other sources, including land. 9. While the issue is, a biodegradable plastic material is very difficult and may remain in the marine environment up to 450 years. The fact that toxic difficult to unravel due to the longer life expectancy than through the food web and cause the toxic cumulative poison marine animals, particularly shellfish. 10. In Malaysia, the pollution of industrial waste that flows into the sea, especially in the industrial states of Penang, Selangor and Johor have to be considered.  This is because the pollution could affect marine life and the next source of food and the traditional fishing economy. For example, local shellfish contain heavy metals of lead and other toxic high up as case studies institute of higher learning (IPT) for local and foreign.  In fact, many may recall, not long ago there were countries that had prevented the importation of shellfish from this country. 11. Due to other shellfish farmers in Sungai Juru, Pulau Pinang, the main producer of cockles, it has been reported that half of the revenue losses due to dead shells, blocked or disabled as a result of sea water quality in the state which is too bad. In fact, mussel farming is actually a branch of the major aquaculture countries, with production of 40,000 tonnes in 1991. SHIP POLLUTION 12. Ships can pollute waterways and oceans in many ways.  Discharge of cargo residues from  bulk carriers  can pollute ports, waterways and oceans. In many instances vessels intentionally discharge illegal wastes despite foreign and domestic regulation prohibiting such actions. It has been estimated that  container ships  lose over 10,000  containers  at sea each year (usually during storms). Ships also create  noise pollution  that disturbs natural wildlife, and water from  ballast  tanks can spread harmful  algae  and other  invasive species. 13. Ballast water  taken up at sea and released in port is a major source of unwanted exotic marine life. Theinvasive  freshwater zebra mussels, native to the Black, Caspian and Azov seas, were probably transported to the Great Lakes via ballast water from a transoceanic vessel.  Meinesz believes that one of the worst cases of a single invasive species causing harm to an ecosystem can be attributed to a seemingly harmless  jellyfish.  Mnemiopsis leidyi, a species of comb jellyfish that spread so it now inhabits estuaries in many parts of the world. It was first introduced in 1982, and thought to have been transported to the  Black Sea  in a ships ballast water. The population of the jellyfish shot up exponentially and, by 1988, it was wreaking havoc upon the local  fishing industry. The  anchovy  catch fell from 204,000 tons in 1984 to 200 tons in 1993;  sprat  from 24,600 tons in 1984 to 12,000 tons in 1993; horse  mackerel  from 4,000 tons in 1984 to zer o in 1993.  Now that the jellyfish have exhausted the  zooplankton, including fish larvae, their numbers have fallen dramatically, yet they continue to maintain a stranglehold on the  ecosystem. 14. Invasive species  can take over once occupied areas, facilitate the spread of new diseases, introduce new  genetic  material, alter underwater seascapes and jeopardize the ability of  native species  to obtain food. Invasive species are responsible for about $138  billion annually in lost revenue and management costs in the US alone. OIL SPILL 15. Oil spills  can have devastating effects. While being toxic to marine life,  polycyclic aromatic hydrocarbons  (PAHs), the components in  crude oil, are very difficult to clean up, and last for years in the  sediment  and marine environment. 16. Destructive effects of oil spills are very difficult to be identified.  This is because the impact on marine life is not visible to the naked eye and do not cause immediate changes in the economy. 17. The worst oil spill in the history of the oil tanker Exxon Valdez in 1989, which broke and spilled over 35,000 tons of crude oil in the waters of Prince Wiilian Sound in Alaska.  Oil has not only includes more than 2,300 square kilometers of sea and even in the past three days, 50 percent of its oil off the coast of the precipitate. This resulted in the death of hundreds of thousands of marine life, including 13 percent of the population of seals, 28 percent of the population of sea otters, and up to 645,000 sea birds. 18. Moreover, the fact that large-scale oil spill into one of the richest marine ecosystems with biodiversity of the world have caused an uproar around the world and caused many controversies. Whats more, studies show after 15 years of healing the affected area is still too slow.  It is not worth the huge cost of U.S. $ 3 billion that was spent to clean up the spill. 19. This shows that there is no method or technology for cleaning and conservation of large-scale oil spills after effective.  This tragedy is proof that large-scale oil spill is destroyed. 20. In addition, the Persian Gulf is the most polluted sea.  One of the dozens of oil rigs destroyed bombarded during the Iran-Iraq War, for example, has shed a total of 172 tonnes of crude oil every day for almost three months. The biggest oil spill catastrophe in world history happened only a few years later during the 1991 Gulf War.  This time around 800,000 tonnes of crude oil spilled causing over 570 kilometers of the coast of Saudi Arabia and oil covered the sea bed. 21. Thus, after 16 years of awareness about the marine Kanwil publicized throughout the world, how we respond to this issue now?  We forgotten that the role of the ocean as a supplier of basic human needs such as food, oxygen and greater water beyond the role of terrestrial ecosystems? EUTROPHICATION 22. Eutrophication  is an increase in chemical  nutrients, typically compounds containing  nitrogen  orphosphorus, in an  ecosystem. It can result in an increase in the ecosystems  primary productivity (excessive plant growth and decay), and further effects including lack of oxygen and severe reductions in water quality, fish, and other animal populations. 23. The biggest culprit are rivers that empty into the ocean, and with it the many chemicals used asfertilizers  in agriculture as well as waste from  livestock  and  humans. An excess of oxygen depleting chemicals in the water can lead to  hypoxia  and the creation of a  dead zone. 24. Estuaries  tend to be naturally eutrophic because land-derived nutrients are concentrated whererunoff  enters the marine environment in a confined channel. The  World Resources Institute  has identified 375 hypoxic coastal zones around the world, concentrated in coastal areas in Western Europe, the Eastern and Southern coasts of the US, and East Asia, particularly in Japan.  In the ocean, there are frequent  red tide  algae blooms  that kill fish and marine mammals and cause respiratory problems in humans and some domestic animals when the blooms reach close to shore. 25. In addition to  land runoff, atmospheric  anthropogenic  fixed nitrogen  can enter the open ocean. A study in 2008 found that this could account for around one third of the oceans external (non-recycled) nitrogen supply and up to three per cent of the annual new marine biological production.  It has been suggested that accumulating reactive nitrogen in the environment may have consequences as serious as putting carbon dioxide in the atmosphere. ADAPTATION AND MITIGATION 26. Much  anthropogenic  pollution  ends up in the ocean. Bjorn Jennssen (2003) notes in his article, Anthropogenic pollution may reduce biodiversity and productivity of marine ecosystems, resulting in reduction and depletion of human marine food resources (p. A198). There are two ways the overall level of this pollution can be mitigated: either the human population is reduced, or a way is found to reduce the  ecological footprint  left behind by the average human. If the second way is not adopted, then the first way may be imposed as world  ecosystems  falter. 27. The second way is for humans, individually, to pollute less. That requires social and political will, together with a shift in awareness so more people respect the environment and are less disposed to abuse it. At an operational level, regulations, and international government participation is needed. It is often very difficult to regulate marine pollution because pollution spreads over international barriers, thus making regulations hard to create as well as enforce. 28. Perhaps the most important strategy for reducing marine pollution is education. Most are unaware of the sources, and harmful effects of marine pollution, and therefore little is done to address the situation. In order to inform the population of all the facts, in depth research must be done to provide the full scale of the situation. Then this information must be made public. 29. As expressed in Daoji and Dags research,[83]  one of the reasons why environmental concern is lacking among the Chinese is because the public awareness is low and therefore should be targeted. Likewise, regulation, based upon such in-depth research should be employed. In California, such regulations have already been put in place to protect Californian coastal waters from agricultural runoff. This includes the California Water Code, as well as several voluntary programs. Similarly, in India, several tactics have been employed that help reduce marine pollution, however, they do not significantly target the problem. In Chennai city, India, sewage has been dumped further into open waters. Due to the mass of waste being deposited, open-ocean is best for diluting, and dispersing pollutants, thus making them less harmful to marine ecosystems. PROTECT 30. In this country, establishing measures of Marine Park Malaysia as a marine protected area since 1994 through the Fisheries Act 1985 was seen as a good beginning for marine conservation efforts.  So far a total of 40 islands of the richest marine biodiversity has been gazetted as marine parks and several more in the study. But the question is to what extent the effective implementation and enforcement of various regulations and laws to achieve the real objective to conserve the sea?  Is the Department of Environment, Fisheries Department, Forestry Department, Department of Marine Park, the Customs Department, Malaysia Tourism, Municipal Councils, Marine Police and other work to manage and maintain the originality of a firm and sustainable ocean? 31. Can the department officers of the shoots to the ground performing the tasks entrusted to protect and find ways to get the best manner of marine exploitation in the interest of mankind in the future? 32. The role is including restricting excessive harvesting of sea, to prevent fishermen from using prohibited fishing gear or illegal, blocking the smuggling and intrusion of foreign fishermen, to prevent the visitors, especially divers who steal and destroy coral reef ecosystems or interfere with the natural life. 33. Method of Integrated Coastal Zone Management (ICZM) is touted for almost 10 years ago, even the marine experts have been detailed by the local institutions of higher learning should be implemented immediately. Lt Mohd Hazfanizam bin Razali TLDM N/404473 menyertai perkhidmatan TLDM pada 20 Jun 2004. Dilahirkan di Bagan Serai, Perak. Diperjawatkan di KD PELANDOK sebagai Pegawai Seksyen Penyelidikan Pembangunan Kawalan Mutu Latihan. 34. If we are really sensitive, this method should be done by applying the expertise of local universities are indeed marine of the best in Asia, in addition to strictly limit any development projects and new industries.

Marx’s Views on Religion vs. My Own Essay -- Psychology Religion Essay

Marx’s Views on Religion vs. My Own Karl Marx wrote that religion was, â€Å"an opiate of the people.† Although those words were not published in The German Ideology, they best describe his various views on religion. Marx wrote that there was a social relationship between the upper class or bourgeoisie and religion. The upper class that owned the means of production used religion as a tool to keep the working class or proletariat, oppressed and poor. Marx criticized that religion had so many ulterior motives that there was no actual spiritual meaning. He argued that religion existed because of the state of society and its class struggles. The existence of religion also helped limit or avoid change in society. Marx also believed that religion stripped us of our true humanity. â€Å"It is self-evident, moreover, that "specters", "bonds", "the higher being", "concept", "scruple", are merely the idealistic, spiritual expression, the conception apparently of the isolated individual, the image of very empirical fetters and limitations, within which the mode of production of life and the form of intercourse coupled with it move (51).† God or any higher power was something invented to deposit fear into. God was something to blame for our own inefficiencies and failures. He also wrote that humans give too much credit to God for their own accomplishments. Marx viewed everything as a human invention. The struggle between the working class and ruling class along with capitalism i...

History of Punishment Essays -- Code of Hummurabi

The history of punishment began around the time of when the Code of Hammurabi was written. The death penalty was awarded for crimes of kidnapping, thievery, selling or taking stolen goods, etc. There are many punishments that were used in the world which have been abolished. For example, many nations have abolished capital punishment which follows all around anything dealing with the death penalty. Michigan was the first state to abolish the death penalty later followed by Rhode Island and Wisconsin. In the 2nd century during the Qin Dynasty of China rules were changed by enforcing strict laws. For punishment they used the nine familial extermination as punishment. The nine familial extermination was one of the most brutal and cruelest execution method used in China. It was basically when nine people from the accused’s family were executed. By the end of the 2nd century tenants of Jewish laws had 3 purposes. One of them was to make sure the criminal was punished for his actions. Punishments such as banishment, fines and imprisonment were given at this time. In the third century a punishment called Damnatio ad bestias was further introduced. Damnatio bestias was a punishment used for entertainment. â€Æ' In the 5th century the Roman law of the Twelve Tables contained the death penalty. Most people were executed by hanging or beheading for crimes against the church. Crucifixion was a punishment used in 6th century BCE, but was later abolished in the Roman Empire in 337 CE. It was when your arms were tied or nailed to a cross while the cross was tied and nailed to a pole. The person’s feet were a block of wood so their hands wouldn’t tear. Their feet were nailed to the cross. This is also known as Jesus Christ’s death. .. ... circumstances in 1998. Moving on to the 21st century, in 2001 there were 3048 prisoners executed in 31 countries. Most of them took place in Iran, Saudi Arabia, U.S. and China. China executes more people than any other country on Earth. In 2004, the death penalty was restored as a punishment. Later in the U.S. the death penalty support which was at 65% used to be at 74%. Also, it is said that 51% believe the death penalty isn’t used often enough. The history of punishment has been changed many times throughout the centuries. Capital punishment is trying to be banished today. Cruel and illegal executions are still going on just to get confessions before sentences were passed. Works Cited †¢ http://www.wcprg.org/History.pdf †¢ http://www.clarkprosecutor.org/html/death/timeline.htm †¢ http://www.smashinglists.com/unusual-methods-of-capital-punishment/2/

Student assessment methodologies related to the EHEA

This paper concerns university instructors ‘ ratings of their pupils ‘ competencies ( cognition and accomplishments ) and discusses student-centred and competency-based higher instruction in the European Higher Education Area ( EHEA ) . The statement is that a dramatic displacement of focal point has taken topographic point in European higher instruction, from teacher-centred to student-centred instruction, and instructors in this system need to familiarise themselves with this displacement and the related constructs. For illustration, the course of study and appraisal methodological analysiss in today ‘s universities emphasize competencies and concentrate on what pupils can execute and how these competencies can be related to work. In order to get a comprehensive apprehension, cognition about the historical roots behind student-centred instruction and competence development may be required, and this paper attempts to supply some of this information. With these new penetrations, a pick will necessitate to be made: should these tendencies be resisted and the old methods of supplying classs be adhered to, or should the air currents of alteration be accepted and versions be made – or possibly the best pick lies someplace in between these two options? Regardless of one ‘s emotions, such a personal pick should be based upon and motivated by the best information available.The Bologna Process and the EHEAThe European Higher Education Area, EHEA, is an international undertaking in Europe and beyond, in which higher instruction systems are made more crystalline and in sync with one another. Founded in 2010 as a consequence of the Bologna Declaration ( 1999 ) , it presently comprises 47 national provinces and a figure of advisory organisational members. The historical roots of the Bologna Process can be traced back to a figure of earlier understandings ; it is of import to pay attending to these in order to to the full understand the proced ures and the EHEA of today. The 1997 Lisbon Recognition Convention and the 1998 Sorbonne Declaration The Lisbon Recognition Convention is an understanding between a figure of member provinces of the Council of Europe and a figure of of import provinces in the field of higher instruction, including, for illustration, Australia, Canada, New Zealand and the USA. The Convention stipulates that grades and periods of survey must be recognised â€Å" unless a significant difference can be shown † ( Lisbon Recognition Convention, 1997, p. 7 ) by the establishment that is charged with acknowledgment. The Sorbonne Declaration, signed in 1998 by four European states ( France, Germany, Italy and the United Kingdom ) , was an understanding sing higher instruction with the intent of coming to a common apprehension and working together to promote survey periods abroad, to better excellence in survey and research, to develop a common apprehension of instruction and acquisition and to promote cooperation. In order to enable comparing, the Sorbonne Declaration put frontward a system of rhythms and a system of credits ( the European Credit Transfer System, ECTS ) . The Declaration ends with a call to other provinces â€Å" to fall in us in this aim and aˆÂ ¦ [ to ] all European Universities to consolidate Europe ‘s standing in the universe through continuously improved and updated instruction for its citizens † ( Sorbonne Declaration, 1998, p. 3 ) . The 1999 Bologna Declaration and the ECTS system The 29 states that signed the Bologna Declaration in 1999 agreed to back up the thoughts expressed in the Sorbonne Declaration and to co-ordinate policies in order to make a figure of aims, peculiarly to â€Å" set up the European country of higher instruction and to advance the European system of higher instruction world-wide † ( Bologna Declaration, 1999, p. 3 ) . Among the chief stakeholders in the Bologna Process-a procedure implemented from 1999 through 2010-were the European University Association, the European Association of Institutions of Higher Education, the European Association for Quality Assurance in Higher Education, the Council of Europe, the European Commission, UNESCO, the European Students ‘ Union, and the assorted authorities curates responsible for higher instruction ( Heinze & A ; Knill, 2008 ) . The stakeholders held a figure of semiannual meetings in Paris ( 1999 ) , Prague ( 2001 ) , Berlin ( 2003 ) , Bergen ( 2005 ) , London ( 2007 ) , and Leuve n and Louvain-la-Neuve ( 2009 ) . The Bologna Declaration is non a lawfully binding papers ; alternatively, it is an understanding in which the participating states voluntarily synchronise their systems of higher instruction based on thoughts antecedently expressed in the Sorbonne Declaration ( 1998 ) . This synchronism implies that pupils ‘ makings are defined in footings of larning results, instead than in footings of the length of survey, which, in bend, means that the basic unit has shifted from the figure of professor contact hours to student work load. It besides requires the acceptance of determined degrees of higher instruction makings, for illustration the unmarried man ‘s and maestro ‘s grades. The European Credit Transfer System ( ECTS ) , which was discussed in both the Sorbonne and the Bologna declarations, is based on the work load required by the mean pupil to accomplish the aims of a class, that is to state, to successfully finish the work required and go through the obligatory scrutinies, which in bend are based on the class ‘s course of study and expected larning results. The ECTS is an instrument implemented to acknowledge pupils ‘ study-periods, but it is of import to retrieve that the intent of the original Declarations, including the debut of the ECTS system was non merely to help pupils. Another-equally important-purpose was to sharpen Europe ‘s fight, as Adam ( 2001 ) reminds us. The politicians and policy shapers did non outline the Sorbonne and Bologna declarations based on unselfish philanthropic gift, instead they were concerned â€Å" about the nature and fight of European higher instruction † ( Adam, 2001, p. 292 ) . Student-centred instruction and acquisition results The footings student-centred instruction and larning results ( Otter, 1993 ; NCIHE, 1997 ) are given outstanding topographic points in the Bologna Process and in the paperss released by the higher instruction curates. The Leuven/Louvain-la-Neuve Communique from 2009, for illustration, discusses the importance of student-centred acquisition ; in it, the curates stipulate that student-centred larning â€Å" requires authorising single scholars † and â€Å" new attacks to learning and larning † , every bit good as â€Å" effectual support and counsel constructions and a course of study focused more clearly on the scholar † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . Student-centred instruction includes the possibility for pupils to take their ain survey waies during their old ages at higher instruction establishments and sections. The curates acknowledge this and reason that the curricular reform taking topographic point in the EHEA will â€Å" be an on-g oing procedure taking to high quality, flexible and more separately trim instruction waies † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . From reading the Communique , it is clear that the curates are confident that student-centred acquisition should be the end of the course of study reforms during the Bologna Process. The term larning results is besides conspicuously discussed in the ministerial communiques, such as the Berlin Communique from 2003. Competence-based instruction The construct of competencies has been used in assorted educational scenes over the last decennaries, both in the USA and in Europe. In the context of the Bologna Process, the term was used in the Bologna Declaration, which stated that â€Å" a Europe of cognition † was an of import factor for growing and for supplying Europe ‘s citizens with â€Å" the necessary competencies to confront the challenges of the new millenary, † ( Bologna Declaration, 1999, p.A 1 ) . The construct was besides extensively used in the Tuning Educational Structures in Europe undertaking. The purpose of the Tuning undertaking, which began in 2001, was to tune the educational constructions in European higher instruction and to ask for argument sing â€Å" subject-specific and general competencies † ( Tuning, 2002, p. 3 ) . At the Prague Ministerial meeting in 2001, it was stated that Europe ‘s citizens should be able to â€Å" efficaciously utilize their makings, competences and accomplishments † throughout the EHEA ( Prague Communique , 2001, p. 1 ) . It is interesting to detect that the Prague Communique uses the term â€Å" competences † , alternatively of â€Å" competencies † , unlike other communiques-it is non clear if this was a witting determination from the curates. Four old ages after the Bologna Declaration, the construct of competencies was besides discussed in the Graz Declaration ( 2003 ) , published by the European University Association ( EUA ) , where a continued development of a common definition of competencies was emphasised. Subsequently the same twelvemonth, when the curates responsible for higher instruction met in Berlin, they acknowledged the statement put frontward in the Graz Convention ( Berlin Communique , 2003 ) . Therefore, the Berlin Communique states that the member provinces should â€Å" lucubrate a model of comparable and compatible makings † ( Berlin Communique , 2003, p. 4 ) and that this model should depict makings in footings of larning results and competencies. In the same communique , the curates besides declared the demand to reaffirm the Lisbon Recognition Convention and to heighten the fight of European higher instruction. The EUA ‘s following of import papers, the Trends-IV Report ( 2005 ) , was published prior to the meeting of European higher instruction curates in Bergen in 2005. The study indicated that â€Å" some agnosticism † existed in certain parts of Europe towards the thought of competence-based instruction. The study besides addressed the fact that differences sing learning attacks and â€Å" the grade to which student-centred acquisition [ was a portion of ] †¦ the mundane life at universities † prevailed ( Trends-IV Report, 2005, p. 48 ) . The curates go toing the 2005 Bergen meeting took note of the consequences and suggestions presented in the Trends-IV Report and discussed the demand for continued work in the EHEA. An overarching model for makings was adopted for the undergraduate, maestro and post-graduate degrees, every bit good as forms for each rhythm, â€Å" based on larning results and competencies † ( Bergen Communique , 2005, p. 2 ) . In 2007, competencies were briefly mentioned in the London Communique , in which the European higher instruction curates concluded that higher instruction should play a strong function in â€Å" raising the degree of cognition, accomplishments and competencies in society † ( London Communique , 2007, p. 5 ) . In this Communique , the curates discuss the ways in which developments have brought them â€Å" a important measure closer to the realization of the European Higher Education Area † and reference that this country has been developed in a mode that will â€Å" ease mobility, addition employability and strengthen Europe ‘s attraction and fight † . Competences were besides briefly mentioned in the Leuven/Louvain-la-Neuve Communique in 2009. The Communique , which was agreed upon in April 2009 by the curates responsible for higher instruction in the so 46 states of the Bologna Process, discussed the importance of employability and asserted that â€Å" higher instruction should fit pupils with the advanced cognition, accomplishments and competencies they need throughout their professional lives † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . In March 2010, the curates of the states take parting in the Bologna Process adopted the Budapest-Vienna Declaration and officially launched the European Higher Education Area. The curates continued to admit the importance of supplying pupils with the chance to get â€Å" cognition, accomplishments and competencies † and agreed that the acquisition environment should â€Å" further student-centred acquisition † ( Budapest-Vienna Declaration, 2010, p. 2 ) . Recognition was besides given to the original Bologna Declaration of 1999 and its vision for 2010, in which pupils would profit from just acknowledgment of their makings.The impact of the Bologna Process in the EHEATherefore far, student-centred and competency-based instruction and pupils ‘ competencies on the pan-European policy degree have been discussed. However, it is every bit of import to turn to these facets from regional and national positions in order to to the full appreciate and understand the challen ges posed to instructors and staff at the establishments and sections that constitute the EHEA. An increased force per unit area on higher instruction establishments and sections The mundane determinations made at higher instruction establishments are influenced by complex issues, doing it hard to expect extroverted alterations and the practical deductions of these alterations ( Newton, 2003 ) . The Bologna Process, and the creative activity of the EHEA, has increased faculty members ‘ work load. Furthermore, increased competition between different higher instruction establishments to enroll pupils and staff has been observed. Rapid and extremist alterations in educational methods have besides taken topographic point as a effect of the important developments in computing machine and Internet-based instruction. The new type of pupils, who are much more familiar with using the cyberspace in order to obtain information, puts new demands on the establishments of higher instruction in footings of advanced larning methods, such as unfastened and distance acquisition, with support from information and communicating engineerings ( ICT ) . These demands are coup led with an increased force per unit area on higher instruction establishments, managers and caputs of sections to be accountable and to go through the audit from assorted governments and regulating organic structures. In amount, these tendencies add to the overall challenges faced by educational suppliers who deal with issues related to learning and larning on a day-to-day footing in order to program and put to death high quality instruction and pupil appraisals. The drawn-out debut procedure – an illustration from Portugal The debut of the Bologna reform within each member province has been a drawn-out procedure. In Portugal, for illustration, the execution of the Bologna procedure has taken rather some clip and has caused stakeholders a certain sum of problem. One ground for these jobs can be attributed to â€Å" the elaborate and normative traditions of the Lusitanian statute law † , harmonizing to Veiga & A ; Amaral ( 2009, p. 57 ) . In a 2006 study of higher instruction establishments in Portugal, Veiga and Amaral ( 2009 ) demonstrated that universities had high outlooks â€Å" of more horizontal mobility activities † on the maestro ‘s degree after the Bologna Process was implemented. However, this expected addition in mobility has non manifested itself, partially as a consequence of jobs with â€Å" the articulation between rhythms † and â€Å" some deficiency of coherency between the different types of Masterss being developed † ( Veiga & A ; Amaral, 2009, p. 61 ) . Veiga & A ; Amaral besides report issues associated with the incorrect usage of the ECTS system in Portuguese higher instruction. Veiga & A ; Amaral ‘s ( 2009 ) information indicate that the precedence among many establishments was to travel from a learning paradigm to a student-centred acquisition paradigm, stating, â€Å" Lusitanian higher instruction establishments saw Bologna as a window of chance to present pedagogic and curricular reforms without aiming [ other reforms ] to the ends of Bologna † ( Veiga & A ; Amaral, 2009, p. 62 ) . Veiga and Amaral concluded that the execution of Bologna in Portugal has been â€Å" achieved in name merely † ( Veiga & A ; Amaral, 2009, p. 67 ) , as a effect of the velocity by which the Bologna Process was implemented and the deficiency of information and legislative support from the authorities. The challenges of module development and preparation – an illustration from Spain Diaz, Santaolalla & A ; Gonzalez ( 2010 ) conducted a survey of attitudes among module and of the sensed preparation demands among these professors, to react to the challenges of the EHEA. The survey, which included 257 university instructors in humanistic disciplines, societal scientific disciplines, experimental scientific disciplines, wellness, and engineering from the Complutense University of Madrid, focused on the EHEA and policy devising in general. In peculiar, the survey focused on the cognition and attitudes among these module members and the sensed preparation demands for the instructors based on the demands of the EHEA. The consequences show that about one tierce of the instructors report that they possess merely superficial cognition about the EAHE, and about one 3rd province that they are non certain how the EHEA-induced alterations will impact them as instructors. 66 % of the sample indicated that there is a demand to alter learning methods, but at the same clip 57 % d o non believe that the structural conditions of the establishment and their sections will back up the development work needed to suit the instruction that is being offered to the demands of the EAHE system. Based on their consequences, Diaz, Santaolalla & A ; Gonzalez ( 2010, p.A 112 ) provinces that â€Å" module preparation causes a batch of passion to billow † and that it likely will do it even more hard to plan this type of plans. The usage of the construct of competence-based instruction The term competence-based instruction has been contested, and certain persons have argued that it is merely a term used by policy shapers for political and societal grounds, instead than resting on a scientific footing. Hodge ( 2007 ) , for illustration, notes that the term competence-based ( or performance-based ) instruction has been used for decennaries to intend different things, and claims that policymakers in Europe presently use it as a bombilation word and as a conceptual footing for redesigning course of study and learning scenes within the EHEA, based on a political docket. Indeed, the term competence-based ( or performance-based ) instruction has long been used in assorted educational scenes and by different organisations, such as the American Association of Colleges for Teacher Education ( AACTE ) . For illustration, the AACTE appointed a Committee on Performance-Based Teacher Education in the early 1970s, which issued a list of features of successful performance-based instruction ( Elam, 1971 ) . Harmonizing to this list, competencies to be demonstrated by the scholar, e.g. a pupil, should be stated in order to be able to measure the scholar ‘s behavior. The standards to be used in this appraisal should besides be expressed and should depict the degrees of competencies. Furthermore, the instructional programmes, that is to state, the classs, should assist develop scholars ‘ competencies, and the appraisal of the pupil ‘s competencies should use public presentation as the primary beginning of grounds ( Elam, 1971 ) . At least a part of the historical roots of the construct of competence-based instruction lies in the USA, the Cold War epoch ( 1950-1970 ) , and the technological competition between E and West ( Hodge, 2007 ) . The initial success of the E, with its Sputnik programme at the terminal of the 1950s, for illustration, was a irritant in the West ‘s side and in its instruction and preparation programmes. In the USA, extended probes and reorganisations of schooling and professional programmes were undertaken. One consequence of this check-up was that the educational focal point shifted from academic cognition to practical and applicable competencies and utile results. Teacher instruction in the US was besides affected by this probe, as educational programmes were reorganised. The instructor instruction programmes were reformed to concentrate more on single demands and existent work demands, and, as a effect, alterations in appraisal besides took topographic point, with a stronger acc ent on measuring public presentation and discernible results. In the late sixtiess, for illustration, the American authorities issued instructions to the establishments responsible for teacher instruction to develop new course of study with a stronger focal point on public presentation and behavioral results, competencies to be learned and the rating of these public presentations, results and competencies ( Hodge, 2007 ) .Appraisal and scaling in the EHEATherefore far, the constructs of student-centred and competency-based instruction in the EHEA have been discussed. Our attending will now turn to university instructors ‘ ratings of their pupils ‘ competencies. Different appraisal formats Methods of measuring and rating undergraduate pupils vary across Europe ( Sullivan, 2002 ; Karran, 2004 & A ; 2005 ) . Numerous attacks to assessment and assessment methods proving a scope of accomplishments and abilities exist. The most common method is to allow the pupils write tests, essays or studies, but there are many other attacks used for appraisal, such as self- and peer appraisal and workplace-based appraisal in off-campus locations. It is of import for instructors to use the optimum attacks and methods, based on the classs ‘ course of study, and to give pupils a mix of attacks and methods, thereby enabling them to show the scope of their abilities. Traditionally, it is the instructor who assesses the pupils, but coachs in supervised vocational preparation pattern or director off-campus may besides analyze and rate the learning advancement of pupils, presuming that they are prepared for this undertaking and that they receive support. Regardless of who assesses the pupils, it is of import that the rating is based on clear and available standards and defendable grounds ( Brown, 1999 ) . Scoring and rating pupils In higher instruction, there are numeral tonss and classs. Classs are frequently given in the signifier of letters ( or some other descriptive component ) and are applied to peculiar public presentations. A passing class is frequently achieved when certain standards, designed to set up whether pupils have reached a minimal degree of competence, are met. The scaling of pupils, i.e. the procedure by which a instructor assigns values to a pupil ‘s public presentation ( for illustration 1-10 or A-E ) , plays a important function in higher instruction. Classs are of import to such interested parties as possible employers, Ph.D.-programme admittances commissions and bookmans, who analyse the effects of educational scenes ( Davies & A ; Graff, 2005 ) or who analyse the prognostic cogency of classs, that is to state, to what extent classs from classs can foretell future public presentations in alumnus classs and in professional life ( Taylor & A ; Albo, 1993 ; Gonnella, Erdmann & A ; Hoja, 2004 ) . But above all, classs are of import to the pupils themselves. Previous research confirm that pupils hold strong positions about appraisal and scaling, and these positions influence the ways in which pupils approach larning and analyzing ( Sambell, McDowell & A ; Brown, 1997 ) . Student-centred appraisal In the European Higher Education Area, appraisal is regarded as something meant to heighten pupils ‘ acquisition ( Leathwood, 2005 ) . Therefore, assessment governments and formats are get downing to alter, going formative instead than simply summational. In add-on, the possibilities of utilizing a assortment of appraisal techniques, including self- and peer appraisal and problem-based acquisition and appraisal techniques, deserve to be explored ( Segers & A ; Dochy, 2001 ) . The job, from the position of instructors who are used to multiple pick questionnaires and similar trials, is that these modern appraisal signifiers are perceived to hold lower degrees of dependability and cogency. Furthermore, appraisal in the EHEA will besides be more practical and non-academic, instead than simply scholastic and for the exclusive intent of fixing undergraduates for post-graduate surveies. During the last decennary, involvement among educational suppliers in inquiries sing appraisal and scrutiny has increased, every bit good as in how different methods of appraisal affect pupil acquisition ( Wilson & A ; Fowler, 2005 ; Leathwood, 2005 ) . It has become more and more common for university and college instructors to utilize formative appraisal, instead than merely summational appraisal, to heighten pupil acquisition ( Segers & A ; Dochy, 2001 ) . Formative appraisal is an rating whose intent entails modifying and/or bettering an educational class or the pupils ‘ acquisition environment, based on information obtained during the class. Summational appraisal, on the other, refers to the traditional method of measuring pupils ; it takes topographic point at the decision of a class, with the intent of finding the class ‘s effectivity and the pupils ‘ classs ( Roos, 2005 ) . The relationship between classs and future workplace success Research concentrating on classs and workplace public presentation after graduation makes usage of two theories: cognitive accomplishments theory claims that pupils develop their cognitive accomplishments during their clip at the university and that their degrees of public presentation are seeable in their classs. These accomplishments so lead to success in the workplace, and, since productiveness is rewarded with increased net incomes, â€Å" a positive relationship should be between academic accomplishment and net incomes † ( Donhardt, 2004, p. 281 ) , as â€Å" the more educated the employee, the more productive he/she isaˆÂ ¦ and that employers reward more extremely educated workers with higher wage † ( Donhardt, 2004, p. 273 ) . Meanwhile, Certification theory claims that occupation appliers ‘ certifications ( grades and sheepskin ) are what affairs to employers, instead than classs. Harmonizing to this theory, classs have no influence on future net inco mes. Donhardt ( 2004 ) studied net incomes ‘ results by researching the anticipation and growing of net incomes over the first 3 old ages following graduation. Classs were the step of academic achievement, and net incomes were declarative of the value ascribed to an person. Donhardt wished to find whether accomplishment in college, as measured by class point norm, can foretell the growing of net incomes over clip. He expected â€Å" rate point norm to be cardinal in the relationship † ( Donhardt, 2004, p. 281 ) . However, his consequences indicated that class point norm had small impact on net incomes. GPA was non a important variable and had really small correlativity with net incomes. Nor did pupils with high classs experience significantly higher growing of net incomes over clip when compared with pupils with lower classs. Donhardt concluded the enfranchisement theory, which claims that occupation appliers are frequently screened based on their university grades, since gra de certifications designate the pupil as a difficult worker, to be more plausible. This determination is nil new to research workers in higher instruction. In old research, Pascarella and Terenzini ( 1991 ) , for illustration, have demonstrated that a positive association exists between holding a college or university grade and success in the workplace.Looking in frontThe following Ministerial Meeting will be hosted by Romania in Bucharest on April 26-27, 2012. At this meeting, the curates will look into the advancement that has been made in the Leuven/Louvain-la-Neuve docket and will endeavor to drive it frontward. The undermentioned ministerial conferences will be held in 2015, 2018 and 2020. What can be expected in the close hereafter with regard to higher instruction in Europe? Competency-based instruction and student-centred appraisal methodological analysiss will most surely continue to be utilised, merely as the merchandisation of higher instruction seems likely to go on. Glo bal economic factors will go on to act upon educational systems and the labor markets, and higher instruction establishments will confront even ferocious economic competition from one another. This paper has described the general understandings and the international character of the Bologna Process ; the assorted histrions and administrations involved have merely been superficially outlined. Many more constructions and factors impact the Bologna Process and impact the EHEA. For the establishments and sections, it is critical to be witting of constructions and factors on the local degree, for illustration in the planning and execution of professional development and preparation for university instructors and other staff. In these attempts, it is of import to admit, for illustration, â€Å" the instructors ‘ ain demands, the possible differences associated to scientific Scopess, and academic and age class † , as Diaz, Santaolalla & A ; Gonzalez ( 2010, p. 117 ) reminds us.